SYNOPSIS: This lesson explores education as a climate change solution and guides students to create their own education project as a means of informing and inspiring positive change.

SCIENTIST NOTES: Education is a key solution to the global climate crisis. This lesson inspires students to understand how education can change peoples' behavior towards reducing their carbon footprint. It also contains activities and videos to build students' capacity to educate and lead in climate conversation and action. This lesson has passed our science credibility process and is recommended for teaching.

POSITIVES:
-Students reflect on their own education and how education can be impactful.
-Students create their own education project to inspire change in their community.

ADDITIONAL PREREQUISITES:
-Project Drawdown connects educating girls and family planning. Education and empowerment of girls and women is a very impactful climate solution.
-The Investigate section activity should be judgment-free.
-The embedded videos in the Investigate section in the Teacher Slideshow have been automatically formatted to play the most important parts of the videos.
-Students should be able to complete their outlines and some research in the lesson plan’s allotted time, but additional time may be needed for students to conduct their education projects.

DIFFERENTIATION:
-Students can write their answers to the education questions in the Inquire section as a "Do Now."
-Teachers can assign a student to use a calculator to find the class percentages during the Investigate section survey questions.
-Teachers can change the wording of the survey questions in the Investigate section to relate best to their specific class.
-Teachers can use a thumbs up or thumbs down system to survey the class and ensure total buy-in.
-Teachers can give students more time to explore beef, food waste, and renewable energy during the activity in the Investigate section.
-Students can turn and talk to discuss learning during the Investigate section videos and readings.
-Education projects can be done in groups, individually, or as a whole class project.

SYNOPSIS: In this lesson, students will examine the 2020 Almeda Fire in Oregon and explore the disproportionate impacts of wildfires.

SCIENTIST NOTES: This engaging lesson helps students comprehend what wildfires are, the climatic factors that could start them and speed up their spread, and the potential losses and harm that they could do to vulnerable and marginalized populations. The wildfire simulator has been evaluated and is suitable for use by students. Additionally, the lesson's videos and other supporting resources have been examined, and this lesson has passed our science credibility process.

POSITIVES:
-This lesson clearly explains the connection between climate change and wildfires.
-This lesson allows students to realize how wildfires disproportionately impact different groups of people. It provides space for students to better understand the concept of climate justice.

ADDITIONAL PREREQUISITES:
-Be sensitive to the needs of your students if they have been personally impacted by wildfire. Depending on the circumstances, this lesson may not be appropriate or may need to be adapted for your class.
-This lesson assumes that students have prerequisite knowledge of climate change, including understanding the basic science behind climate change.
-Each student will need access to a device in order to play with the Wildfire Simulation. If each student does not have a device, students may share devices. If there are no devices for students, teacher can project and play with the Wildfire Simulation on an interactive whiteboard.

DIFFERENTIATION:
-Pay close attention to how student groups are formed in the jigsaw activity during the Investigate section. Students will be jointly constructing meaning from reading different parts of the article. Groups of students with varying reading levels will probably work best, as high-achieving peers can model meaning-making for students at lower reading levels.
-It may be best to steer students toward one or more options in the menu in the Inquire section, depending on their ability and preference for demonstrating their knowledge.
-In the Inquire section, it may not be possible for any or all of your students to create a wildfire emergency supply kit. Gathering and paying for all of those items is expensive. Be sensitive to your students. In some cases, it may be best to remove that option from the menu before sharing it with your students.

SYNOPSIS: In this lesson, students learn about food insecurity and analyze potential solutions for their own community.

SCIENTIST NOTES: This lesson introduces students to what food insecurity and food deserts entail, how it adversely impacts vulnerable populations, low-income communities, and the world at large. It offers them the opportunity to brainstorm on ideas to address food insecurity in their communities and across different geographies. All materials in the lesson have been reviewed, and there is a high confidence in using this lesson in the classroom.

POSITIVES:
-Students learn about difficult issues like food insecurity and food deserts but in the context of solution-based thinking.
-Students think about and analyze their community and think of ways they can make a tangible difference.

ADDITIONAL PREREQUISITES:
-This is lesson 5 of 6 in our 6th-8th grade Climate Change, Food Production, and Food Security unit.
-Students should understand food insecurity isn’t just about hunger, but also malnutrition.
-Students should understand that food insecurity is an issue for many people for a variety of different reasons, but there are potential solutions.

DIFFERENTIATION:
-Teachers can assign the teacher slideshow on Google Classroom and students can submit their work independently.
-Teachers can group students and assign them level-appropriate resources.
-Teachers can eliminate options in the guided research section if the options are overwhelming.
-Teachers can review the teacher slideshow as a class and answer the questions as a whole group assignment.

This short video reviews how nations and individuals can work together to reduce the emission of CO2. It discusses strategies to reduce greenhouse gas emissions (energy conservation, renewable energies, change in energy use) and the role that government can play in this process.

This video is one of a seven, Climate Change: Lines of Evidence series, produced by the the National Research Council. It outlines and explains what evidence currently exists in support of humans playing a role in contributing to the rise in atmospheric carbon dioxide levels.

This video features changes in the land, sea, and animals that are being observed by the residents of Sachs Harbour, Northwest Territories, Canada â many of whom hunt, trap, and fishâbecause of their long-standing and intimate connection with their ecosystem. Scientists interview the residents and record their observations in order to deepen our understanding of climate change in the polar region. Background essay and discussion questions are included.

SYNOPSIS: In this lesson, students explore an interactive map, learn about Cancer Alley, and take concrete action to address environmental injustice.

SCIENTIST NOTES: This lesson introduces students to environmental justice and asks them to use an EPA mapping tool that shows how polluted an area is. The lesson also includes a video resource from Vox that highlights the area of Louisiana known as “Cancer Alley." To be as perfectly clear as possible, vast amounts of data and evidence show that people of color are disproportionately affected by pollution in the United States, and that higher exposure to pollutants directly correlates to higher incidence of disease. This video was produced in May of 2020, which is quite early on in the pandemic, and as such, some of the numbers presented in it are outdated. This outdated data is only for the numbers given when speaking on COVID-19 mortality rates. For example, the video says that Louisiana’s population is 32% Black (still correct) but Black people account for 56% of COVID-19 deaths. This is no longer the case as of July 2022, and according to data obtained from Louisiana’s government website, Black citizens account for 34% of deaths. While this is still disproportional, it is not as large of a disparity as when the video was produced. The same is true for Michigan, where Black residents now account for 17.5% of deaths but make up 14% of the population (data from michigan.gov). So, while this lesson highlights the importance of environmental justice and is overall scientifically sound, please just take note of the changes in the COVID-19 data.

POSITIVES:
-This lesson clearly connects redlining and environmental racism.
-This lesson shows a concrete example of the effects of systemic racism in the United States.
ADDITIONAL PREREQUISITES:Some students may never have discussed racism and climate change before. Meet your students where they are and encourage them to ask good questions.
-When teaching this sequence, it’s important to acknowledge the historical facts that have led to this injustice. Here are some resources to help you:
-Dr. Ibram X. Kendi defines racist policy as “any measure that produces or sustains racial inequity between racial groups.” (Source: Article from Penguin Publishing Company)
-Government entities suppressed the Black vote through different means until the Voting Rights Act in 1965. (Source: history.com)
-Redlining was outlawed by the Fair Housing Act in 1968. (Source: ThoughtCo)

DIFFERENTIATION:
-It may be necessary to offer the letter-writing as an extension or an extra credit opportunity.
-Be sensitive to the needs of your students, as systemic racism affects them in different ways.

In this video segment adapted from Haskell Indian Nations University, student filmmakers explain why it is important to them to make a video about climate change.

In this video segment adapted from Navajo Technical College, meet two members of the Navajo Nation, one Elder and one scientist, as they share their observations about how precipitation has changed since they were children.

In this multi-part activity, students distinguish between adaptation and mitigation, in response to climate change, and research and discuss/debate strategies to minimize the effects of climate change.

SYNOPSIS: In this lesson, students explore increased precipitation and sea level rise in New Jersey and advocate for a climate adaptation strategy.

SCIENTIST NOTES: In this lesson, students will learn the basics of sea level rise and extreme rainfall and how that specifically is impacting New Jersey. They will also be introduced to a variety of ideas and technology to combat the increased flooding due to these things. Finally, they will be inspired to take action and propose an idea that will benefit their local community. All the videos have been reviewed for accuracy. The two mapping tools also explain where they are getting their data from. This resource is recommended for teaching.

POSITIVES:
-This lesson can be used in English, social studies, or science classes.
-Students are given voice and choice in this lesson.
-Students become agents of change in their own communities.

ADDITIONAL PREREQUISITES:
-Students should be familiar with the basics of climate change and sea level rise.
-Students will be advocating for climate adaptation strategies. Climate adaptation strategies are ways humans are adapting to a changing climate. This is different from climate mitigation, which are ways humans are slowing down climate change. Climate mitigation strategies include reducing fossil fuel use and ending deforestation.
-The first two videos in the Investigate section will autoplay only the segment of the video that pertains to this lesson.
-How Climate Change Has Intensified Hurricane Season will play from 02:59-03:36.
-Thermal Expansion & Sea Level Rise will play from 01:27-02:54.
-The Investigate section features six different resources. These resources (four videos, one map, and one podcast) should not take that much time individually.

DIFFERENTIATION:
-Students' communication can be as simple or as thorough as you desire. They will need more time to research and craft their communication if you want their writing to be more fact-based and robust.
-Some students may wish to communicate their advocacy via social media. Make sure to follow all school rules and monitor students' progress if you allow this in the classroom.
-Allow students to pursue other methods of communication, adaptation strategies, and recipients not listed in the chart in the Inspire section.
-In certain situations, it may be best to allow students to teach their family and friends about increased precipitation and sea level rise. This could be used as a replacement activity instead of student communication to government and business leaders.

This video highlights the Pentagon's focus on climate change as the military examines potential risks, strategic responses, and impacts of climate change on future military and humanitarian missions. In 2010, for the first time, the Pentagon focused on climate change as a significant factor in its Quadrennial Defense Review of potential risks and strategic responses. Rear Admiral David Titley, Oceanographer of the Navy, explains why the US military sees clear evidence of climate change and how those changes will affect future military and humanitarian missions.

This 10-question quiz covers some of the major impacts to human health caused by climate change.

SYNOPSIS: This lesson plan connects redlining with current issues of environmental and racial justice.

SCIENTIST NOTES: This is a thoroughly sourced and cited lesson plan. All of the external links meet our quality standards for accuracy and current information. Additionally, the external links are well-sourced, and the data is provided for tools like the Tree Cover Equity map. This lesson has passed our scientific quality assessment.

Positives
-This environmental racism lesson plan clearly connects redlining in the 1930s and environmental injustice today.
-This lesson is extremely powerful because students make the connection between redlined areas and their case studies. It is nuanced and will not always line up perfectly. Overwhelmingly, however, neighborhoods that were redlined are experiencing environmental injustice - higher rates of asthma, unbearable heat, air pollution, and less tree cover. It is an incredibly meaningful "aha moment" for the students.

ADDITIONAL PREREQUISITES:
-There might be some pushback with those who do not understand racism.
-Students might think “I’m not racist.” But it’s important to know that racism exists whether one perpetrates individual racist acts or not.
-For some background information and definitions, use this resource from Dr. Ibram X. Kendi’s book, How to Be an Antiracist.
-It may be useful to discuss how climate change is a “threat multiplier.” For things like urban heat islands and urban tree cover, climate change makes inequities even worse.

DIFFERENTIATION:
-It may be best to group students of different abilities when they are exploring their case studies.
-If you live in the United States you can adapt case study #4 - the American Forests Tree Equity Score Map - to whichever major city is closest to your school. The lesson is designed for students to explore Philadelphia, but students can simply look at any other city to make the connection between redlining and urban tree cover.

SYNOPSIS: In this lesson, students learn how redlining connects to tree equity and racial justice.

SCIENTIST NOTES: This lesson introduces the concepts of redlining, tree equity, and environmental racism to students. It walks students through the history of these practices and how the effects of these policies are still seen today. The links all provide detailed information about where their data is from and have been reviewed for accuracy. This resource is recommended for teaching.

POSITIVES:
-This lesson provides a clear story between redlining in the 1930s and environmental injustice seen today.
-This lesson shows students a tangible effect of systemic racism.
-Students are given voice and choice in this lesson.
-Students are empowered to think about solutions to environmental injustice.

ADDITIONAL PREREQUISITES:
-Students should have some basic understanding that racism exists whether one perpetrates individual racist acts or not.
-Students should have some basic understanding that systems or policies can be racist.

DIFFERENTIATION:
-Extension activities can have students explore other forms of environmental injustice stemming from redlining. Examples include health issues, air pollution, urban heat, industrial pollution, water quality, etc.
-Student groups can pair up to compare and contrast different regions in New Jersey.
-Students can research policies or movements in addressing redlining in New Jersey.
-Students can research the relationship between redlining and voter suppression.

In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.

Step 1 - Inquire: Students listen to the song “Broken,” do a close reading of the lyrics, and reflect on the meaning of the song.

Step 2 - Investigate: Students watch a video and read a short autobiographical statement to learn more about the artist and activist, Xiuhtezcatl.

Step 3 - Inspire: Students create their own art project to share their emotions about the future of the planet.

SYNOPSIS: In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.

SCIENTIST NOTES: Music is critical to spreading climate education. It is one of the fastest ways to communicate the impact of climate change to a diverse audience. This lesson is a song study that allows students to improve their ability to make songs that will convey vital climate information to different people (to protect the environment against climate change impacts). The videos, song study guide, and images were fact-checked and this lesson has passed our science credibility process.

POSITIVES:
-This lesson integrates music and climate justice.
-Students create their own art projects to inspire change.

ADDITIONAL PREREQUISITES:
-You can learn to pronounce Xiuhtezcatl’s name correctly by watching this video.
-Students should already have some background knowledge of climate change and its effects, including the disproportionate impacts of climate change on Indigenous communities.
-Students should have experience brainstorming and creating art projects. This lesson offers students an opportunity to express themselves through an art project, but due to the wide range of possible options, it does not provide specific scaffolding on how to complete the projects.

DIFFERENTIATION:
-Art projects can be completed individually, in groups, or as a whole class project.
-Teachers can identify additional words from the lyrics to define ahead of time, depending on students' reading levels.
-Teachers can add or eliminate annotation techniques in the Inquire section. Alternatively, students can pick their own techniques that work for them.

This visualization is an interactive Energy System Map, which includes short write-ups introducing students to fundamental energy system topics, paired with animated videos and deep dive resources.

A short video on how changing climate is impacting the ecosystem and thereby impacting traditional lifestyles of the Athabaskan people of Alaska.

SYNOPSIS: This lesson introduces African environmentalist Wangari Maathai and links deforestation with the concepts of governance, poverty, and income opportunities for women in Kenya.

SCIENTIST NOTES: This lesson introduces students to the Nobel Peace Prize-winning Wangari Maathai and deforestation. The Global Forest Watch resource is continually updated. This lesson has passed the science quality assessment.

POSITIVES:
-Learning Wangari Maathai’s story is empowering for students because it emphasizes the fact that nobody is too small to make a difference. Maathai grew up in poverty in rural Kenya. Now she is remembered as one of the most powerful voices for environmental conservation, proper governance, and peace.
-This lesson can inspire students to take direct action, just like Wangari Maathai.
-This lesson is excellent for teaching the interdependence of environmental conservation, proper governance, poverty, income opportunities, and women's rights.
-Global Forest Watch is an incredible resource. It has beautiful, detailed data. Students may want to continue exploring on their own time.
ADDITIONAL PREREQUISITES:Wangari Maathai (1940-2011) was an environmental and political activist and the first African woman to win the Nobel Peace Prize.
-In 1977, she founded the Green Belt Movement, an environmental organization focused on planting trees and promoting gender equality.

DIFFERENTIATION:
-Making the connection between deforestation and other topics (governance, poverty, income opportunities, and women’s rights) might be difficult for some concrete thinkers.
-You could frame these topics using the UN’s Sustainable Development Goals.
-Goal 1: No Poverty
-Goal 5: Gender Equality
-Goal 8: Decent Work and Economic Growth
-Goal 15: Peace, Justice, and Strong Institutions